A formative pilot study of a fractions intervention was conducted to address the intervention's potential for improving fifth-grade struggling students' knowledge of fractions, and to identify any logistical or instructional design issues, before scaling up for a randomized control trial. In the first section, we provide details of the formative…

The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering…

The Common Core Mathematics Standards have raised expectations for schools and students in the United States. These standards demand much deeper content knowledge from teachers of mathematics and their students. Given the increasingly diverse student population in today's classrooms and shortage of qualified special education teachers,…

This paper reports results from a study investigating the efficacy of a proportional problem-solving intervention, schema-based instruction (SBI), in seventh grade. Participants included 806 students with mathematical difficulties in problem solving (MD-PS) from an initial pool of 1,999 seventh grade students in a larger study. Teachers and their…

The use of educational technology in K-12 classrooms has been gaining tremendous momentum across the country since the 1990s. Many school districts have been investing heavily in various types of technology, such as computers, mobile devices, internet access, and interactive whiteboards. Almost all public schools have access to the internet and…

This study evaluated the effects of a personalized computer-assisted mathematics problem-solving program on the performance and attitude of Taiwanese fourth grade students. The purpose of this study was to determine whether the personalized computer-assisted program improved student performance and attitude over the nonpersonalized program.…

This Brief Report describes a secondary analysis of the solutions written by 306 second-year algebra students to four constructed-response items representative of content at this level. The type of solution (symbolic, graphical, or numerical) used most frequently varied by item. Curriculum effects were observed. Students studying from the second…

Contemporary constructivist views of mathematical learning have encouraged curriculum developers to devise instructional materials that help students build their own understanding and procedures for doing rational number computations, solving proportions, and applying those skills to real and whimsical problems. The Connected Mathematics Project…

A year-long study of an innovative approach to mathematics, which emphasized in-depth problem solving and achievement of automaticity through math games, found such methods to be viable for students with average and above average academic abilities, but students with learning disabilities or at-risk students need much greater assistance if they…

Prior to college-level mathematics coursework, students are not routinely provided with the opportunity to engage in the kind of sustained mathematical thinking necessary to solve complex, multistep problems, most likely because of the difficulties that school mathematics teachers face in communicating problem settings and contexts that are…